Allies

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. Between 1939 and 1945, global powers fought in World War II (WWII). Consider what you have already learned about WWII. Which countries were a part of the Allies? Which countries did the Allies fight? What was the outcome of the war?

Teaching Suggestion: This general short answer prompt encourages students to reflect on their prior knowledge of WWII. Before reading the novel, students should understand the following: WWII was fought between the Allied Powers (France, Soviet Union, U.K., and U.S.), and the Axis Principal Powers (Germany, Italy, and Japan). Although both the Allies and the Axis Powers were primarily Western countries, WWII was more global because of the involvement of other colonies and the battles that took place in Europe, North Africa, and the Pacific Ocean. WWII ended in 1945 after two major victories for the Allies: 1) Hitler’s suicide and Germany’s eventual surrender to the Allied Powers in April; 2) the bombing of Hiroshima and Nagasaki in Japan, leading to Japan’s surrender in August. Although D-Day was in 1944, many scholars consider it a turning point for the Allies.

• This resource from Britannica provides a brief overview of the causes and effects of WWII.
• The National WWII Museum of New Orleans focuses on “The Big Three” Allied Powers in this article on the Grand Alliance.

2. According to an article on the Eisenhower Library website, D-Day was “the largest invasion force in human history.” Consider what you know about D-Day. Where was the invasion and which countries participated? Was the operation considered successful? Why or why not?

Teaching Suggestion: This Short Answer question directly relates to the setting of the novel: June 6, 1944, also known as “D-Day.” While students may be familiar with WWII generally, this novel might be the students’ first introduction to this specific invasion. If this is the case, this question may work best as a research assignment, where students use the links below, along with their own additional research, to answer the above prompt. Additionally, students should understand that while the operation was successful in that the Allied forces were able to push through the German armies and advance into France, many soldiers and civilians lost their lives as a result of situations that did not go according to plan.

• The Eisenhower Library provides a selection of primary sources relating to D-Day.
• This article on History.com shares key facts related to the preparation and execution of D-Day.

Short Activity

The D-Day invasion has been widely immortalized through various films and TV as well as documentaries. Select a short documentary-style video to watch and consider the following questions: How is D-Day represented? Was the invasion represented as a successful event?

Teaching Suggestion: This activity is an opportunity for students to make connections between popular visual mediums and the content of the novel. Students may work in groups or individually for this activity.

• History.com’s video: “America: The Story of Us: D-Day Invasion”
• History.com’s video: “D-Day: The Taking of Omaha Beach”
• IMBD has compiled a list of films related to the D-Day Invasion.

Differentiation Suggestion: For a more advanced class, this activity could be moved to the “After Reading” section, and students can instead compare the representation of D-Day in the medium they watched with the content in the novel. In this vein, students can compare the following: characterization, demographics of soldiers, point-of-view, variety of perspectives, and visualization of the violence. You may also choose to show a pre-selected portion of a film/TV in class.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the novel.

Consider a cause that is important to you. If this cause was under threat, would you fight for what you believed in? How would you be willing to defend this cause?

Teaching Suggestion: This prompt focuses on one of the underlying themes of the novel: that each of the characters who narrate the book are united as Allies because they believe in a common cause. Students should be encouraged to consider values that are important to them—values they would “fight” for metaphorically.

Differentiation Suggestion: Some students may have already fought in some way for a cause that is important to them. If this is the case, this prompt may be altered so students may reflect on their personal experience. Depending on the grade level and appropriateness of the experience, this prompt could be an opportunity to share their “fight” with the class.